Visual Language

In English, students study, use, and enjoy language and literature communicated orally, visually, or in writing.


  • Students need to develop the knowledge, skills and attitudes that enable them to use visual language strategies to communicate effectively.

Learning Goals

Through our teaching and learning programmes, our students should:

  • Understand and use links between reading, writing, oral and visual language.
  • Make meaning and think critically about visual language.
  • Use visual language strategies to communicate effectively.

Teaching and Learning Guidelines

Our teaching and learning programmes will:

  • Reflect the need to give priority to student achievement in literacy – NAG 1 
  • Identify target groups, including Maori / Pasifika / G&T/ ESOL/ LOTE/ SN           
  • Reflect effective practice i.e. Expectations; Instructional Strategies; Engaging learners with texts; Partnerships; Knowledge of the learner; and Knowledge of literacy learning
    • Have high expectations for all students 
    • Show patterns of progress through the school 
    • Use deliberate acts of teaching and instructional strategies across the school 
    • Vary approaches to teaching (e.g. shared, guided and independent reading & writing)
    • Have learning intentions, feedback and next learning steps 
    • Form partnerships within the school and across the community
    • Use  Professional Development Programmes and Readings to strengthen teachers’ practice
  • Link to key competencies, principles and values
  • Consider the learning environment – intellectual, emotional and cultural engagement 
  • Relate to National Standards


Programmes will reflect the need to give priority to literacy

  • The (revised) New Zealand Curriculum will provide the basis for the teaching and learning programme
  • Reference to MOE resources e.g. Effective Literacy Practice, TKI, Norm-referenced assessment tools
  • A coherent pathway from curriculum plans to long term plans to unit or weekly planning to teaching and learning 
  • Assessment data and information about students will be used to determine the teaching and learning programme
  • Juniors will follow the Tua Marina School handwriting programme based on Casey Caterpillar.


Information on student achievement will be gathered and analysed through a range of assessment practices. For guidelines refer to ‘1.13 Tua Marina School Assessment and Reporting Procedure’ and ‘1.13 Assessment-Reporting Overview’